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August 8, 2019
Thank you for joining us. The webinar will begin shortly.
Changemakers!
Practitioners Advance Equity and
Access in Afterschool Programs
Housekeeping Notes:
Experiencing Delays? Try closing out the other programs running on your computer.
Have a question or comment? Use the group chat to interact with presenters and other participants.
Agenda:
- Welcome
- Critical Issues in Equity and Access
- Chapter Spotlights
- Research-Practice Connections
- Q&A
Agenda:
Helen Malone Series Editor, Current Issues in Out-of-School Time; Vice President, Research & Innovation, Institute for Educational Leadership
The Changemakers! Volume
- Intentionally forefront the expertise of
practitioners
- Make research-practice connections
- Cross-cutting critical issues emerged from
the chapters
- Far from an exhaustive exploration of equity
and access issues
Access: OST programs are available in
all communities and that youth and their
families know about them. OST programs
help youth and families enroll and provide
ongoing supports so that they continue to participate and thrive
Implicit Bias
Attitudes and beliefs, including stereotypes, that affect our decisions and behaviors in an unconscious manner.
Ohio state University of Ohio Kiwan Institute for the Study of Race and Ethnicity, 2015
Deficit Thinking
Focuses on perceived “problems” or threats” at the expense of recognizing assets and strengths.
Hamilton, Hamilton, & Pittman (2004)
Privilege
One group has more power over another and has greater access to resources and opportunities
Fulbright-Anderson, Lawrence, Sutton, Susi, & Kubisch, 2005
Brofenbrenner’s Bioecological Model
- Immediate environment (e.g. home, school)
- Relationships
- Community factors (e.g. crime, media, neighborhood)
- Systemic factors (e.g. culture, laws, economy, politics)
- Time
Brofenbrenner, 1979
Critical Youth Development: Living and Learning at the Intersections of Life
Merle McGee August 8, 2019
Overview:
- Introduction
- What is Critical Youth Development?
- Critical Youth Development in Action
- What Did We Learn?
What is Critical Youth Development ?
Critical Youth Development expands the focus beyond
traditional youth development competencies to include an
understanding of social identities within a cultural
ecosystem, as a key strategy for cultivating self-knowledge
and leadership competency.
Draws on:
Critical Pedagogy (Freire, 1968)
Critical Race theory (Bell, 1973; Delgado, 1993 & Ladson-Billings, 1995)
Identity Development ( Cross, 1971; Helms, 1993)
Intersectionality (Crenshaw, 1991)
What is Critical Youth Development ?
Key components:
- Cultivation of an explicit analysis of power, privilege and
oppression
- Experiential learning that fosters self-awareness and
reflection for both youth and youth practitioners
- Incubators to build trust and support growth
- Alternative approaches to cultivating leadership practices
Brave spaces
- Embracing discomfort
- Centering most marginalized
- Setting intentions and owning impacts
Experiential
- Embodied practice
- Exploration beyond intellect
- Trauma –informed
Expanding ideas of leadership
- Rooted in identity
- Interdependence – shared fate
- Generative conflict
Critical Youth Development in Action - Youth
Critical Youth Development in Action –Practitioners
‘Doing the Work’: Identity exploration
- Understanding internalized domination and subordination
- Examining bias
Developing an analysis
- Understanding how power operates structurally in young
people’s lives
What Did We Learn?
Critical Youth Development:
- Sharpens analysis and interventions
- Transforms program cultures
- Nurtures the whole young person
- Fosters interdependence
- Cultivates humility and self-awareness
Andres Henriquez, VP of STEM Learning in Communities
Twitter: @AndresHenriquez
Email: [email protected]
NYSCI Neighbors
NYSCI Neighbors
Our mission is to build deep, long-term relationships with our local community to co-create STEM opportunities that are accessible, relevant and responsive.
Our vision is a community that engages, discovers, and plays together while learning and exploring in their everyday life.
We value our community, multi-generational learning, curiosity, fun and collaboration.
Our Principles
Understand Our Community Build Relationship & Trust Be Accessible & Inclusive
Foster Environment of Collaboration Maintain Open & Consistent
Communication On-going Program
Reflection
Race and Ethnicity
Spanish 73%
English Only 15%
Indo-European
5%
Asian/Islander 4%
Other 3%
Language at home (ages 5 – 17)
Place of birth for foreign-born population
59.6% of Population is Foreign Born
NY State
NY-NJ-PA metro area
Foreign Born 59.6%
28.9%
22.7%
15%
2% 2%
80%
2%
.
Oceania
Europe
Latin America
North America
Africa
Asia
We have Four Programmatic Focus Areas
Creative STEM
Parent University
Academic and Career Awareness
National Network for Collective Impact
How do we know we’re succeeding?
Utilization and increased visitation and participation in museum and after school programs.
Families and Schools Value NYSCI as an Educational Partner (NPS measure).
Growth in number of students going to stem-themed and STEM specialized high schools.
“STEM is for me.”
Increase 11368 applicants to Science Career Ladder.
National Network has a minimum of ten partners utilizing common measures to demonstrate collective impact.
Early Mid Mature
Need for case studies chronicling the parallel journeys of staff and youth engaging in CYD:
-illustrate the multiple avenues to growth -identify ways that staff and youths’ journeys intersect -describe how both staff and youth navigate inevitable setbacks.
Research-Practice Connections
Research questions:
- What kinds of issues do staff encounter when facilitating CYD?
- How do staff manage these issues to sustain young people’s growth?
- How do organizations move from ‘safe spaces’ to ‘brave spaces’?
Research-Practice Connections
We need to engage in research that explores how youth and families change after participating in innovative STEM learning experiences. We can identify change in:
- Perspectives on STEM - STEM habits - Mindsets about teaching and learning
Research-Practice Connections
Research Questions:
- How are parents’ notions of learning/constructs changed through hands-on engagement in STEM?
- How do we measure the effectiveness of networks, coalitions, and other large-scale community efforts in engaging immigrant families?
Research-Practice Connections
General Research-Practice Questions:
- How is research excluding or including practitioners?
- Do we have spaces and/or opportunities for researchers and practitioners to engage with each other?
- How do we create a more common language to talk with each other about our interests and shared goals?
Research-Practice Connections